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Lesson Title Multiplication Models
Unit Number 2
Unit Title
Course/Grade Math / 4
Lesson Number 2.4
Mathematical Strategies
Time Frame
1 day
STAGE 3 – Lesson Design
Enduring Understanding/s (Specific to Lesson)
Essential Question/s (Specific to Lesson)
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Ideas can be expressed through numbers and
symbols.
Patterns in mathematics help me solve problems.
Understanding the properties of numbers help me
solve problems in the correct order.
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How can I express an idea through numbers and
symbols?
How can using mathematical terms help me?
Why is it important to use patterns in problem
solving?
How does order of operations affect the outcome of a
problem?
Materials/Other Resources
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Scott Foresman pg. 132-135
Marilyn Burns About Teaching Mathematics
Journal
Centimeter Grid Paper
Arrays and Shares practice page D page 126
Scott Foresman workbook page 31
Optional: Birch, David. The King’s Chessboard
Today’s Math, p27-28 Matching Arrays and Split It Up!
Garden Grow Student Sheet
Lesson Activities (GLEs 4, 10, 11, 14, 17)
Daily Reinforcer
Every Day Counts (GLEs for October 1, 2, 3, 4, 5, 6, 9, 12, 13, 14, 20, 22, 23, 24, 27,
29, 31, 32, 34, 36, 37, 42, 43)
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Update all.
Counting Tape - Each day as you display the day of school, students decide if you need to a green
triangle or a red heart. What patterns do you see on the tape? What do 6, 12, and 18 have in
common? What is the next number after 18 that is a common multiple of both 2 and 3?
 Coin Counter – Students discuss the day’s amounts as tenths and hundredths of a dollar. After the
quarter has been used, students discuss why 25 cents is called a quarter. Students should be
challenged to discuss other phrases that use the word quarter - quarter after, quarter of a game,
quarter of the school year, quart of milk, quarter of an apple.
La. Daily GLE Practice and LEAP Test Prep Lesson 3-3 page 31
Louisiana LEAP Tutoring Guide Measurement Lesson 2 (p109- 115)
Pacing for Test Success Activity
Vocabulary
Distributive Property
Mathematical Emphasis: SF pgs. 132-135
 Using an array as a model for multiplication
 Becoming more familiar with multiplication
Launch/Engaging Focus
Discuss and review Homework.
Discuss and review previously used vocabulary.
Revised 6/20/2017
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Explore/Experience
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Students will review the Arranging Facts activity, Scott Foresman text p132B that was completed
during Unit 2, Operations 1, Lesson 2.2 & 2.3
Students will outline two 4 by 6 rectangular arrays on the grid paper. Then students will shade the
first grid in one color. Students will then answer the question: What multiplication fact does this
show? (4 x 6= 24)
Students will then color the second array so that it makes two arrays; one 4-by-5 and the other 4-by1. They will then answer the question: What multiplication facts do these arrays show? (4 x 5= 20
and 4 x 1= 4)
Students will then answer the question: What do the two different sets of arrays have in common? (4
x 6 =24, and since 4 x 5= 20 and 4 x 1= 4 then 20+4=24; both sets are equal) Students should relate
this example to the Multiplication Clusters covered in Unit 2, Lesson 1.3
Students will then draw two arrays representing a multiplication fact and divide each into 2 arrays
labeled with their multiplication sentences.
Students will then determine how to determine the product of 6 x 9 by using other facts. (Students will
use arrays).
Invite students to determine the perimeter and the area of the arrays that they use to solve the
problem 6 x 9
Today’s Math p 27-28, Matching Arrays and Split It Up! supports the lesson and ask students to
determine additional math sentences (cluster problems) for a given array.
 LCC, Unit 4, Activity 6: Understanding Multiplication II (GLEs: 11, 17)
Materials List: graph paper or base 10 blocks, pencil, paper
Extend Activity 3 to 3-digit by 1-digit and 2-digit by 2-digit multiplication problems. Instead of dot arrays,
students should draw rectangles or use base 10 blocks, as shown below, to show the problems. Make
sure the rectangles are broken along place value lines for both numbers. Repeat this activity several
times with various multiplication problems. Notice the use of the distributive property: 11 × 52 = (10 + 1)
× (50 + 2) = 10×50 + 10×2 + 1×50 + 1×2 = 572. (This will take two to three days of practice.)
For example, 11 × 52 would be represented as:
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 LCC, Unit 4, Activity 7: Multiplication using Expanded Notation (GLEs: 11, 13, 17)
Have students work with a partner to complete Multiplication Using Expanded Notation BLM. Both decide
on a good estimate for the problem. Then one person restates one of the two-digit factors in expanded
notation form and multiplies. The other person uses the calculator to check the answer. Answers are
compared. Together, they decide which method would be the best way to solve the problem. When the
Multiplication Using Expanded Notation BLM is completed, the students will discuss the various methods
used and explain situations when each method might be better utilized.
Example:
Multiplication
Problem
Estimated
Answer
65
x 23
70
x20
1400
Restated Using
Expanded Form
65
x 20
1300
+
Calculator
Check
65
x 3
195 =1495
65
x 23
1495
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Journal
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Will the following produce the same answers? Supply a reason for your answer.
1. 4 x 30 and 4 x 10 + 4 x 3
2. 8 x 7 and 7 2 + 7 x 2 + 7 x 4
Use the suggested literature selection for this lesson as a springboard for student journals.
Summary/Synthesis
Students will discuss how breaking apart facts can be a useful tool.
Students will work in small groups to complete the activity “How Does Your Garden Grow”, demonstrating
the concept of using several different ways to break apart a fact and determining area of those parts.
Homework
Scott Foresman Problem Solving Worksheet 31
Literature/Activity:
Birch, David. The King’s Chessboard.
Discuss the multiplication problems suggested by the story. Students may record responses in their daily
math journal.
Assessment
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Practice page D page 126, Arrays and Shares
Journal
Differentiation
Challenges: Students may design their own garden after completing How Does Your Garden
Grow Activity which includes area.
Strategic Skills:
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SF Reteaching Workbook pg 31: Using known facts to find unknown facts.
Also if students forget which factor they are breaking apart and for example break 8 x 9
into 8 x 3 and 4 x 9. Then remind them that one of the factors must stay the same. Have
them write the original fact and circle the factor that will stay the same.
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Clarifying the Distributive property
Materials: Base ten blocks
1. Write the number 48 on the board. The student will then be asked: What number is this? (48) How do
we break it into place value? (4 tens + 8 ones). Students will then model using base 10 blocks.
2. The student will then listen to the following explanation: Suppose you want to multiply 48 x 15. One
way to answer the equation is by distributing the multiplication. Students will then model as the
teacher explains: First, we multiply the 5 ones of 15: (5 x 8) + (5 x 40). The students will then find the
product of this part, 170.
3. The students will then be told to distribute the multiplication by the 10 (1 ten) of 15: (10 x 8) + (10 x
30). They will then find that product (340).
4. The students will then add the products of the parts.
5. The student will then repeat with other examples.
6. To assess further if the student understands the concept, they can write out their step-by-step plan for
finding the product of 43 x 12.
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